Análise de distratores: uma interpretação pelo modelo de resposta nominal dos itens do Enade 2017 aplicado à Licenciatura em Matemática

Abstract

Abstract Multiple-choice item-based tests often use Item Response Theory for parameter estimation within dichotomous models. However, the Nominal Response Model allows the study of polytomous items, considering all the information obtained from the analysis of alternatives chosen by respondents. In this regard, the present research aims to interpret the content and alternatives of the Enade 2017 items related to Mathematics Teaching courses to contribute to a deeper edumetric analysis of the said test. It is a quanti-qualitative approach that concurrently employs the Nominal Response Model and the perspective of mathematics error analysis. The results indicate that the Enade 2017 test for the Mathematics Teaching course contained items with weaknesses in technical aspects in terms of clarity, relevance, or difficulty, requiring review by experts in the field. Furthermore, the analysis of these items helped clarify some of the respondents’ reasoning.